The Influence Of Relational Embeddedness On University Students' Online Learning Engagement

With the rapid development of information technology and networks,online learning has gradually emerged and become a beneficial supplement to classroom teaching in colleges and universities,as well as an important way for university students to get knowledge and improve their ability.Current relevant studies show that there is a phenomenon of decreased learning engagement in the process of online learning,which is not conducive to university students' concentration on online learning.Therefore,it is an important research topic that how to improve university students' online learning engagement and improve the quality of online learning.Firstly,online learning engagement is a complex and multidimensional concept,in order to study online learning engagement,the first step is to define and develop a scale.Currently,there are two kinds of online learning engagement measurement,based on platform data or scale report.Although some achievements have been made,there are still shortcomings.For the way of based on platform data,there is no standard measurement model due to data availability and privacy issues,and the existing results lack certain universality.For the way of based on scale report,there is no maturity scale for Chinese university students due to the limitations of research situation and object,and the existing results cannot fully fit the online learning experience of college students.In this context,according to the development process of the measurement scale,in consideration of data availability and operability,this study developed an online learning engagement scale applicable to Chinese university students by “bottom-up” induction method.First of all,in order to fit the actual situation of online learning,this study adopts open questionnaire to collect original data from university students.Based on the original data,31 specific categories were generated by induction.And categories are classified according to the definition of construct,and a conceptual model of college students' online learning engagement with three dimensions is constructed.Based on the conceptual model,this study developed an initial measurement model.Then,this study uses content validity analysis to verify the validity of the model content,uses exploratory factor analysis to determine the factor structure of the measurement model,and verifies the structure of the measurement model through confirmatory factor analysis.Secondly,identifying the influencing factors is an important prerequisite for improving online learning engagement.Current studies mainly explore the impact of learners,learning resources and technology on online learning engagement.These studies are mainly from the perspective of single factor.They do not look at the impact of associative social interaction among learners in the interconnected environment of online learning.Therefore,from the perspective of association,this study explores the impact of relational embeddedness on university students' online learning engagement.Based on embeddedness theory,connectivism learning theory and social constructivism learning theory,this study constructs a relationship model of the impact of online learner relational embeddedness(emotional connection,information sharing,learning collaboration)on university students' online learning engagement.Based on the basic psychological need theory,this study examines whether relational embeddedness influences online learning engagement through the mediating role of basic psychological needs.Finally,based on the achievement goal theory,this study explores the moderating role of achievement goal in the influence relationship model.Through empirical analysis,the following conclusions are drawn:(1)Emotional connection has no significant positive impact on university students' online learning engagement,while information sharing and learning collaboration have positive impact on university students' online learning engagement.(2)Emotional connection has no significant positive effect on the satisfaction of basic psychological need in online learning,while information sharing and learning collaboration have a positive effect on the satisfaction of basic psychological need in online learning.(3)The satisfaction of basic psychological need has a positive impact on university students' online learning engagement.(4)Basic psychological need plays a mediating role in the relationship between information sharing,learning collaboration and online learning engagement of university students.(5)Learning goal plays a moderating role in the relationship between information sharing,learning collaboration and online learning engagement of university students.Performance-approach goal and performance-avoidance goal do not play a moderating role in the relationship between relational embeddedness and online learning engagement of university students.This study further explores the measurement of online learning engagement from the perspective of actual experience,and reveals the relationship between relational embeddedness and learning engagement in college students' online learning.The conclusions not only enrich the theoretical research on online learning engagement,but also provide theoretical support and suggestions for improving online learning engagement of college students.